AAC: Let's Talk About "I want"

I want is not a word. However, if you were making overlays for speech-generating devices when I was first introduced to AAC (a long time ago), you may have created similar boards. Commonly used word combinations, such as I want, were put on one button and communication on a speech-generating device was often about requesting. 

Modeling on a core board (a manual board) or on a speech-generating device shows 
our students how to use language for a variety of communicative functions such 
as commenting, asking questions, protesting, requesting, and directing actions. Read 
more about communicative functions at Pat Mervine's blog post, Colorful Language. 

I have learned much in the last 15 years. Core vocabulary and aided language input are terms I use in my everyday speech. We use core boards in our special education classrooms worldwide and dynamic display communication software for many students needing devices.  We model a variety of communicative functions and strive to see our students use novel utterances. 

Unfortunately, even with robust vocabulary sets provided in the dynamic display software, there are still those routinely using the devices for only requesting and I want is a frequently used phrase. 

It is suggested that children taught to use basic requests (such as I + want + object) are at risk of limiting their ability to combine words to generate a variety of novel utterances (1).

While requesting is one of many communicative functions of language, all requests don't need to begin with I (2). Get more, want go, eat now, and, my favorite, not want tell us so much more.

Think about how often you say I want.  When someone asks, What do you want for lunch? you might say pizza or how about pizza. How would you respond when asked, Do you want the red ball or the blue ball? Maybe with the red one or red. A young child might respond with that while pointing. We do not always use complete sentences when talking. 

Below are links to other sites with thoughts on using I want and some good suggestions about placing the focus on increasing the variety of communicative functions. 

Moving Beyond “I Want…” in AAC; What do You Want? from SLP, Susan Berkowitz 

Moving Past “I Want” - A podcast found at The Speech Space

Beyond Requesting: A Week of Routines to Increase AAC Use at Mealtime from PrAACtical AAC  

Core Word of the Week: Want found on the Facebook page for The Center for AAC and Autism.  

Rachel Madel, SLP, suggests moving away from I want in her blog post, GET FROM SINGLE WORDS TO SENTENCES USING CORE WORDS (PART I). This would be a nice post to share with parents. 

Diana

© 2019

Sources

1. Cincinnati Children's Hospital Medical Center. (2018).“Best Evidence Statement (BESt). Aided Language Stimulation Leading to Functional Communication Gains in Children Using Augmentative and Alternative Communication.” https://www.asha.org/articlesummary.aspx?id=8589980742. Accessed 5 Oct. 2019.

2. The Center for AAC & Autism (2019). "Core Word of the Week: Want." https://www.facebook.com/143292697749/posts/core-word-of-the-week-wanti-want-that-want-it-i-want-to-go-want-more-the-word-wa/10155742175237750/. Accessed 1 Oct. 2019.

3. The Picture Communication Symbols ©1981–2019 by Tobii Dynavox. All Rights Reserved Worldwide. Used with permission.  Boardmaker® is a trademark of Tobii Dynavox.

What to Tell Parents (and Teachers) about Alternative and Augmentative Communication (AAC) Before Asking Them to Use It

So many of us work with students/clients using speech-generating devices or low tech options such as core vocabulary boards. We want our students to use their AAC beyond the therapy setting but, do parents and teachers know where to begin?

It takes about 45 minutes, in a small group setting, to get parents and teachers excited about using the AAC. There will need to be follow-up, but covering the information below will help parents and teachers understand why certain vocabulary is used and how to begin. 

Before you begin training parents and teachers, you need to be comfortable with what you are telling them. There is so much more to AAC than setting up the device. All of these links are NOT for you to pass on to parents and teachers. These links are for you (SLPs) to use as you prepare training materials. 

1. Parents and teachers need to know we didn't randomly choose the words on the AAC system. Make sure you tell them a little about the research! The most popular dynamic display applications use research to determine their vocabulary setups. If using a dynamic display, try one of that company's recommended setups. If you are creating your own board, using a static display, or creating a communication book, look at these research-based lists before choosing your words. 

• AssistiveWare’s Ordered Core Words is based on the frequency of use, developmental order of acquisition, and flexibility of use for effective communication. You will need to be registered at the FREE AssistiveWare Core Word Classroom download this list. 

• The Dynamic Learning Maps™ (DLM) Core Vocabulary, from the Center for Literacy and Disability Studies at UNC Chapel Hill, is a list of core vocabulary words needed to communicate in both social and academic contexts. 

• Core Vocabulary – 300 Word Starter List from Language Functions and Early Generative Language Production by Gail M. Van Tatenhove, PA, MS, CCC-SLP

2. Introduce core and fringe vocabulary. Show them where the core vocabulary and fringe vocabulary are located on the student's AAC system. Create a PowerPoint, outline, or other documents to guide you through your explanations. Find good resources at these sites. 

• Augmentative and Alternative Communication: Vocabulary Types - A Handy Handout from Super Duper Publications

• Project Core's Professional Development Modules are part of A Stepping-Up Technology Implementation Grant directed by the Center for Literacy and Disability Studies at UNC Chapel Hill. 

• Core and Fringe Vocabulary: What It Is and How to Use It from the Autism Helper 

• Core and Fringe Vocabulary in AAC at Glenda's Assistive Technology Information and more...  

• If you haven't seen this, watch Gail Van Tatenhove's  The Power of Core Vocabulary: Life Saving!

Too Busy? Too Small? How many children, with
limited expressive language skills,
easily use tablets or their parent’s phones?

3. Parents and teachers need to understand that communication is more than requesting. Their student/child needs a robust vocabulary to communicate for a variety of functions.  Experts tell us not to underestimate the amount of vocabulary needed and to begin with the number of cells the student can see and touch. More cells, on a single screen, require less navigation and will allow for more modeling opportunities. 

• This article, Choosing a Grid Size, supports using a larger grid size and is a must-read for SLPs. 
• Read Pat Mervine's blog post, Colorful Language,  talking about the ability to use multiple parts of speech and multiple functions of language on AAC systems. AND, check out her poster, Sure, I can request, but can I…?, illustrating the many functions of language.  

4. Tell parents and teachers about aided language input. Use the term you are most comfortable using. Parents and teachers like the term "modeling." They need to know that if they are using aided language input, they are teaching language on the AAC device the way typically developing children learn language. 

Parents and teachers also need to know that aided language input takes practice. It's not easy at first. I suggest to parents and teachers that they plan ahead and choose a few activities to model daily during the first week or so. Know the words they will model prior to the activity. Gradually increase the number of activities where modeling occurs until the modeling occurs naturally throughout the day. 

• AAC: Putting Aided Language Input into Practice from Saltillo has a good definition of Aided Language Input, suggestions for implementation, and a nice comparison of typical language and the language of those who use AAC. 
• Aided Language Input Explained, from Chris Bugaj, is a good example to show parents. 

Diana

© 2019

“Choosing a grid size.” https://www.assistiveware.com/learn-aac/choosing-a-grid-size. Accessed 18 Apr. 2019.

Paine, Steve. “Baby Sees The iPad Magic .” Flickr, https://www.flickr.com/photos/umpcportal/4581962986/. Accessed 18 Apr. 2019.

The Picture Communication Symbols ©1981–2019 by Tobii Dynavox. All Rights Reserved Worldwide. Used with permission.  Boardmaker® is a trademark of Tobii Dynavox.

FREE Voice-Output For your Core Vocabulary Board

This core vocabulary initiative began as we saw a need for
students to have a language system from the first day they
entered the classroom. This does not take the place of the
several hundred dynamic and static display systems
used by students. 

In 2016, we* began a core vocabulary initiative in my school division. We compiled a core vocabulary board (60 words based on solid research) and distributed it in a variety of sizes. We provided training for SLPs, teachers, teacher assistants, parents, administrators, OTs, PTs, and anyone who asked. We worked and continue to work very hard. 

However, one component was missing . . . voice-output.

Static display devices were too expensive and most not large enough for our 60-word board. As all of our targeted students had access to iPads, we needed to find an app. 

TalkBoard Free by Mark Ashley

Talkboard Free was the best fit for our needs. It was FREE, we could add up to 100 cells, and voice-output was a feature. 

Our board was created with Boardmaker symbols so we contacted Boardmaker to ensure we were not violating any copyrights. 

Once we had the go-ahead from Boardmaker, the first board was made and then transferred to other iPads via Bluetooth. 

The first board took quite some time to create. Each symbol needed to be added as a JPEG. Recording is much like recording on a static display device so timing is important and takes practice. The 9-year-old son of one of our SLPs made the recording of each word and his recordings transfer to each iPad along with the symbols. 

* "We" refers to the fabulous SLPs in our school division's assistive technology department. 

Diana

© 2018

Start Your Year With Core!

I haven’t posted in over a year and I blame core vocabulary along with aided language stimulation. The big push for using core vocabulary began several years ago in my school division and in the last year, it exploded. More teacher / SLP training, more student evaluations, and much fun working with those students with limited or no expressive language. No time to write blog posts!

I began my 39th year as a speech-language pathologist TODAY and core vocabulary along with aided language stimulation is the #1 tool I wish I could have incorporated into my therapy earlier in my career.   

If you are on the fence, here are some common sense reasons to consider using core vocabulary and aided language stimulation.  

• Most of our students with limited or no expressive language skills need visual supports.

• Our students hear thousands of words each day. Most of those words heard (core vocabulary) are repeated throughout the day with no visual supports.

• Using a core vocabulary board or AAC device containing core vocabulary (along with aided language stimulation) gives a student visual supports, in context, for those words heard repeatedly.

For more information about Core Vocabulary and aided language stimulation watch these short videos.

Aided Language Stimulation Explained 

Core Words in the Classroom 

Longer, more comprehensive, videos can be found at AAC in the Cloud. In June, I watched almost all of the videos at AAC in the Cloud. Most are still available to view on the site or on YouTube. Below are at two of at least ten videos incorporating core vocabulary and aided language stimulation. 

Rachel Jones: AAC in the Classroom -- Core Vocabulary, AAC in the Cloud 2017

Carole Zangari Beyond the Basics: Core Consideration in AAC Intervention, AAC in the Cloud 2017

Download core vocabulary boards and much more at Project Core, Boardmaker Community, and The AssistiveWare Core Word Classroom. 

Check out my February 2016 post - 35+ Simple (and FREE) Ideas for Beginning Core Word Users 



Want to learn more? Sign up for AAC After Work - 10 ASHA approved courses provided by YappGuru! Click here to sign up for the FREE Webinars scheduled from September 18 to September 22, 2017. 

Diana

© 2017

35+ Simple (and FREE) Ideas for Beginning Core Word Users

This post began as a search for new core word activities. As I searched, I was amazed at some of the fabulous resources found.  Core words wasn't such a great search term.  I found many ideas by searching for core vocabulary,  core word books, sight word activities, and life skills activities. 

The PrAACtical AAC is my #1 source for core word strategies and activities. If you work with AAC users, consider subscribing to the blog. Two recent posts PrAACtically January: Resources for A Year of Core Vocabulary Words and PrAACtically February: Resources for A Year of Core Vocabulary Words have suggested children's literature selections along with the core words to teach with each book. AND, if you are just beginning to teach core words in your therapy sessions, Carole Zangari's post, Thoughts on Teaching Core Vocabulary is a must read! 

Susan Berkowitz has some very good ideas for incorporating AAC into your learners' day on her YouTube video, AAC Basics Video #9: Integrating Core Words into Interactions. 

Visit Gail Van Tatenhove's site to find Script Cards containing ideas for teaching 10 core words and many other resources. 

Core Word Books

Use core word books to model and teach core word vocabulary. Make them with PowerPoint or with your favorite story making app. OR use these resources to download FREE core word books. 

• For core word lessons and over 70 ready to download core word books, register for a free account at My TobiiDynavox Community.

• The core word starter lesson plans at PRC's Language Lab uses their 20 core starter words in FREE core word books and lesson plans. 

• Word of the Week books come with ideas for use and more. Word of the Week 1: Want and Word of the Week 41: Come, by Sister SLPs at TpT are FREE. 

• Tar Heel Reader has over 40,000 FREE books that can be read online or downloaded as a PDF or PowerPoint.  These books were made by readers of all ages. Download them as PowerPoints to change text, add core words, etc. I searched for core and found both core word books and books containing the word core. A search for AAC yielded two core word books. Search by topic, by core word, or phrase.

• Pat Mervine at Speaking of Speech just posted two core word books and added them her new category Core Language Materials. She created them in PowerPoint so that they could be modified as needed. I will be using Hungry Dog while teaching not next week! 

FREE Story Making Apps for your core word books. 

• Super Duper StoryMaker FREE 
• Story Creator - Easy Story Book Maker for Kids 
• Little Story Maker
• StoryKit 

This simple core word book was made to introduce the phrase "want different" prior to playing with a variety of windup toys. Click on the picture to enlarge. 

Use Apps and Toys to Elicit Core Words

Put it away - help, go in, put in, where go

Toca Kitchen Monsters - like, don't like, turn on, my turn, eat, make, put on 

 Toca Tea Party - eat, drink, want more drink, want more eat, you help  

My Playhome Lite - turn on, get, want, can, sit, go, in 

  

View Master - I see, my turn, what you see, I see it

The Parking Lot Game (download my free template as a PowerPoint to make your own) - go, where, what, on, fast, slow, turn


Put interesting objects in boxes. Students can request open it and use other words to talk about the items in the box. 

Use matching games to teach not that, same, or different.

Puzzles or toys with parts elicit want or want more. 

Simple board games will lead to utterances such as my turn, I go, you go, help me, and much more.  Check out Teaching core Words with Games at Teaching Learners with Multiple Special Needs. Scroll down to the bottom to find Adapting Commercial Games AND check out her other great ideas.  

More

These five-minute activities help students become more familiar with words on their device or board.

•  Write core words (or attach the word and symbol) on Legos and give the student the Lego each time that he finds the words. 

• Write words on ping pong balls and let students throw them in baskets as they find the words. 

• French Fry Articulation, at Speech Room News, could easily be adapted for a core word lesson - choose a fry and locate the core word on your device.  

• Let students choose words to add to Word Clouds or Wordle.

Try one of these short videos to give students a little breather during the session and give you another chance to model the core word or phrase. 

• Do you like Broccoli Ice Cream? and Do You Like Spaghetti Yogurt? from Super Simple Songs are great ways to teach like and don't like, or like and not like. 

• Students will like Pelican Talk's Doug the Dog Teaches You How to Use the Preposition "On" and Doug the Dog Teaches About the Preposition "In."

• Introduce the concept more with Baby Bean, also by Pelican Talk. 

• You may want to use some of Have Fun Teaching's 29 sight word songs. Songs include Go Song, I Song, In Song, For Song, Ask Song, and It Song. 

• Mr. Clown's Word of the Day: Sight Word "Not"

• Sesame Street: The Word is No

Make your own movie using iMovie (FREE if you have a device activated after September 2013) or a similar video editor for Android users. 

Want more? Join the Core Words Forum at Speaking of Speech to add your ideas, questions, and materials. Thanks to Pat for doing this!

Enjoy!

Diana

© 2016